[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599870-105":59,"doc-detail-599870-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","aesthetic-movements-of-a-social-imagination-refusing-stasis-and-educating-relationallycriticallyresponsibly","Aesthetic Movements of a Social Imagination - Refusing Stasis and Educating Relationally/Critically/Responsibly","","Maxine Greene centers the arts as key sites for cultivating more relational, ethical education. Drawing on Greene’s aesthetic pedagogy and the social imagination, the article argues that encounters with the arts can foster education that is relational, critical, and socially responsible. It presents visual-arts examples to show how artistic engagement opens space for confronting socio-political complexities that oppress, while cultivating a heightened wide-awakeness that disrupts stasis through aesthetic activism.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aesthetic-movements-of-a-social-imagination-refusing-stasis-and-educating-relationallycriticallyresponsibly/599870/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aesthetic-movements-of-a-social-imagination-refusing-stasis-and-educating-relationallycriticallyresponsibly/599870.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does Maxine Greene define the role of the arts in education?","Question",{"text":112,"@type":113},"Greene positions the arts as important sites for cultivating a more relational and ethical form of educating students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the social imagination, according to the text?",{"text":117,"@type":113},"The social imagination is described as a re/envisioning of social realities, using imaginative capacities to move toward action through encounters with others.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the arts support relational, critical, and socially responsible education?",{"text":121,"@type":113},"Encounters with and through the arts nurture education by opening pathways to perceive socio-political complexities, resisting oppression, and prompting educators and learners to move beyond stasis.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599870,1792439119,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| \u003Cbr>| Aesthetic Movements of a Social Imagination: Refusing Stasisand Educating Relationally/Critically/Responsibly 1 |\n| --- | --- |\n\nKelly W. Guyotte, University of Alabama  \nAbstract  \nMaxine Greene centered the arts as important sites for cultivating a more relational and ethical means of educating students. Advocating for an aesthetic pedagogy, Greene conceived of aesthetics as a philosophy that studies artistic making, perception, and affect asa means of understanding experiences, and the meaning of those experiences as connecting (and awakening) individuals to/with the world. In this philosophical work, Iposit Greene’s concept of the social imagination as both a call for action in education and as an artful and aesthetic movement—a doing. Grounded in Greene’s aesthetic pedagogy and the social imagination, this article explores how encounters with and through the arts can nurture more relational, critical, and socially responsible education. Within and inspired by questions of relationality, criticality, and responsibility, examples from the visual arts are discussed. I argue that the arts create openings for encountering contemporary socio-political complexities that oppress and persist. The arts also provoke us to move—a type of aesthetic activism is borne.  \nKeywords: social imagination; aesthetics; social justice; visual arts; Maxine Greene  \nIn Releasing the Imagination, Maxine Greene (1995) centered the arts as important sites for cultivating a more relational and ethical means of educating students.2 Advocating for an aesthetic pedagogy, Greene (2007) conceived of aesthetics as a philosophy that studies artistic making, perception, and affect as a means of understanding experiences and the meaning of those experiences as connecting (and awakening) individuals to/with the world. Through an aesthetic pedagogy, Greene described the social imagination as a re/envisioning of social realities, considering what might be different and how individuals might become different through encounters with various“Others.” It is not enough for individuals to critically engage with the deficiencies in their social world; instead, they must use imaginative capacities to move toward action by bringing ethical  \n1. An earlier version of this paper was presented at the 2016 Southeastern Philosophy of Education Society Annual Meeting.  \n2. In this article, I use the term arts in the plural designating all the fine arts. While many of my examples focus on the visual arts due to my background in this area, it is important to note the plurality ofthe arts and the potential in music, dance, performance, and any combination thereof to inspire aesthetic movement. It is my hope that others will consider and respond to the questions of relationality, criticality, and responsibility with other examples of educative encounters from diverse artistic genres.  \nconcerns to the forefront, by resisting what she called “social paralysis”(p. 35) . Thus, adopting a heightened state of consciousness, or wide-awakeness (and cultivating this in students), allows individuals to become aware of themselves as social-ethical beings who live in relation to others. The social imagination is more than imagination and more than intent, as Greene pointed out it“requires a wide-awakeness into action”(2010, p. 1). From an educational perspective, this active wide-awakeness requires a refusal of passivity or stasis and, instead, requires that teachers and learners actively disrupt centralizing structures that are often undetected (invisible through hegemony) yet perpetuate problematic ways of thinking, being, and becoming in the classroom and in the world. The social imagination requires teachers and students to move.  \nSince Maxine Greene’s passing, I have been moved to revisit her writings on education, aesthetic education, and the role of the social imagination. As a former high school visual arts educator turned qualitative researcher/professor, my first encounter","cbCaijvB70L7JAXn","https://ap.wps.com/l/cbCaijvB70L7JAXn","pdf",416408,12,"English","# Abstract\n## Aesthetic pedagogy and the social imagination\n## Relationality, criticality, and responsibility\n## Social paralysis and wide-awakeness\n## Aesthetic activism through the arts","[{\"question\":\"How does Maxine Greene define the role of the arts in education?\",\"answer\":\"Greene positions the arts as important sites for cultivating a more relational and ethical form of educating students.\"},{\"question\":\"What is the social imagination, according to the text?\",\"answer\":\"The social imagination is described as a re/envisioning of social realities, using imaginative capacities to move toward action through encounters with others.\"},{\"question\":\"How do the arts support relational, critical, and socially responsible education?\",\"answer\":\"Encounters with and through the arts nurture education by opening pathways to perceive socio-political complexities, resisting oppression, and prompting educators and learners to move beyond stasis.\"}]","Aesthetic Movements of a Social Imagination - Refusing Stasis and Educating Relationally/Critically/Responsibly | PDF",1792089595,18]